Understanding the SEND Code of Practice

What Is the SEND Code of Practice?

The SEND Code of Practice is the statutory guidance that local authorities, schools, health bodies, and early years settings in England must follow when working with children and young people who have special educational needs and disabilities (SEND). It was published in 2015 under the Children and Families Act 2014 and replaced earlier guidance.

The Code of Practice covers children and young people from birth to age 25. It sets out the principles that should underpin all work with children who have SEND, the processes that must be followed, and the rights of children, young people, and their families. All the organisations listed above must “have regard to” the Code, which means they must follow it unless there is a good reason not to in a particular case.

While the Code of Practice is a lengthy document (over 270 pages), its core messages are straightforward. It emphasises that children with SEND should be identified early, that their views and the views of their parents should be central to decision-making, that support should be evidence-based and regularly reviewed, and that agencies should work together to provide joined-up support.

Understanding the key principles of the Code of Practice can help parents to know what they should expect from schools, local authorities, and health services, and to advocate effectively for their child.

Key Principles of the Code

The SEND Code of Practice is built around a number of key principles that run through the entire document. These principles shape how schools, local authorities, and health services should work with children who have SEND and their families.

First, the views, wishes, and feelings of children, young people, and their parents should be taken into account. This means that families should be involved in decisions about their child’s education and care, and that children and young people should be supported to participate in those decisions as far as possible.

Second, the importance of the child or young person participating in education and being prepared for adulthood is emphasised. Support should aim to help the child achieve the best possible educational and other outcomes, including preparation for employment, independent living, and participation in society.

Third, there is a strong emphasis on early identification and early intervention. The Code of Practice makes clear that the sooner a child’s needs are identified, the sooner effective support can be put in place. Delays in identification can lead to children falling further behind and developing secondary difficulties such as low self-esteem or behavioural problems.

Fourth, agencies should collaborate effectively. Education, health, and social care services should work together to provide coordinated support that addresses all of a child’s needs, rather than working in isolation.

The Graduated Approach

One of the most important concepts in the SEND Code of Practice is the graduated approach. This is the model that schools and settings should follow when a child is identified as having special educational needs. It is described in detail in Chapter 6 of the Code.

The graduated approach is a cycle of four stages: Assess, Plan, Do, and Review. In the Assess stage, the school gathers information about the child’s needs through observation, assessment, and discussion with parents and the child. In the Plan stage, the school works with the family to agree on the support that will be provided. In the Do stage, the agreed support is put in place. In the Review stage, the effectiveness of the support is evaluated.

This cycle is intended to be repeated regularly, so that support can be adjusted and intensified if the child is not making progress. The Code of Practice describes this as an “escalating model of support,” where the school tries increasingly targeted interventions before considering whether a statutory assessment (leading to an EHCP) might be needed.

The graduated approach applies to all children on SEN Support, which is the first level of additional help. It is important because it ensures that support is evidence-based, that progress is monitored, and that families are involved throughout. If the graduated approach is not being followed at your child’s school, this is something you can raise with the SENCO or the head teacher.

The Local Offer

The SEND Code of Practice requires every local authority to publish a “Local Offer” of services and support available for children and young people with SEND in their area. The Local Offer should be a comprehensive directory that helps families understand what is available and how to access it.

The Local Offer should cover a wide range of provision, including education (mainstream and specialist schools, colleges), health services, social care services, leisure and activities, support groups, transport, and information and advice services. It should also include information about the local authority’s policies and processes for EHCPs, SEN Support, and other forms of assistance.

In practice, the quality and accessibility of Local Offers varies between areas. Some local authorities have well-designed, regularly updated websites with clear information, while others may be harder to navigate. If you are struggling to find the information you need, your local SENDIASS (SEND Information, Advice and Support Service) can help you navigate the Local Offer.

The Local Offer is intended to be developed and reviewed with the input of children, young people, and families. If you feel that the Local Offer in your area is lacking, you can provide feedback to the local authority, which has a duty to respond to comments and to involve families in improving the offer.

Your Rights Under the Code of Practice

The SEND Code of Practice sets out a number of specific rights for parents, carers, and young people. Being aware of these rights can help you to advocate for your child and to hold services to account.

You have the right to be involved in decisions about your child’s education and to have your views taken into account. You have the right to request an EHC needs assessment from the local authority if you believe your child may need an EHCP. You have the right to express a preference for a particular school or type of school to be named in your child’s EHCP.

You have the right to appeal to the SEND Tribunal if the local authority refuses to assess your child, refuses to issue an EHCP, or if you disagree with the content of the plan. You also have the right to access free, impartial information, advice, and support from your local SENDIASS.

The Children and Families Act 2014, which underpins the Code of Practice, also established the requirement for local authorities to publish a Local Offer and to involve families in its development. These rights are designed to ensure that the system is transparent and that families have a meaningful voice in the decisions that affect their children.

How ChildWize Relates to the Code of Practice

ChildWize exists to help families access the support described in the SEND Code of Practice more quickly and more easily. We connect you with qualified specialists who understand the SEND framework and can provide the assessments, reports, and ongoing support that the system requires.

Whether your child needs an initial assessment to clarify their needs, a specialist report to support an EHCP application, or ongoing therapy to help them make progress, ChildWize can match you with the right professional. All our specialists are registered with the relevant professional bodies and produce reports that are designed to be used within the statutory SEND framework.

We also help families understand their rights and navigate the processes described in the Code of Practice. Our educational support specialists can explain how the graduated approach works, advise on whether an EHCP request might be appropriate, and support you in preparing for meetings with schools or local authorities.

The SEND system can feel daunting, but you do not have to navigate it alone. ChildWize is here to make sure your child gets the support they deserve, when they need it.